University General Course Catalog 2022-2023 
    
    Jun 26, 2024  
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8. Course Descriptions

Note: Sequencing rules in effect for many Math courses prohibit students from earning credit for a lower numbered Math course after receiving credit for a higher numbered Math course. Sequencing rules are included in the course descriptions of applicable courses.
 

Pharmacology
  

  • PHAR 730 - Introduction to Imaging and Optics

    (3 units)
    Theory and practical aspects of microscope-based techniques currently utilized in research in both the life and physical sciences. (BME 730 and PHAR 730 are cross-listed; credit may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the physical properties of light and how it influences the optical properties and limit of systems used to image biological samples.
    2. demonstrate how to prepare biological samples for histology, immunocytochemistry and immunohistochemistry.
    3. demonstrate familiarity with optics, advanced microscopy techniques such as visible light, confocal, total internal reflection, multiphoton and super resolution fluorescence microscopy, atomic force microscopy and imaging.
    4. recognize the principles underlying advanced spectral analysis of protein-protein interactions and co-localization, and molecular diffusion by Förster (FRET) and Bioluminescence (BRET) Resonance Energy Transfer, Fluorescence Recovery After Photobleaching (FRAP), Fluorescence Lifetime Imaging Microscopy (FLIM) and Fluorescence Correlation Spectroscopy (FCS).
    5. recognize the principles and applications of non-invasive in vivo imaging by ultrasonography and Doppler imaging, and nuclear magnetic resonance imaging.


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  • PHAR 750 - Molecular and Cellular Mechanisms of Excitability

    (3 units)
    Focuses on the molecular biological and biophysical characteristics and pharmacological properties of voltage- and ligand-gated ion channels, and other ions transport proteins in a variety of excitable cells. (Limited to students seeking Master’s and Ph.D. degrees.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain the basic principles underlying resting membrane potential, action potentials, and action potential propagation in excitable cells.
    2. describe the common approaches used to record and analyze membrane potentials and membrane currents in single cells as well as multicellular preparations.
    3. describe the structural and functional characteristics of the major categories of voltage-gated ion channels found in various nerve and muscle preparations.
    4. explain the ionic basis of excitability specific to neuronal as well as cardiac and smooth muscle preparations.
    5. explain the basis for synaptic transmission of electrical impulses between excitable cells, including the structural and functional properties of the major categories of ligand-gated ion channels involved at various synapses.
    6. describe examples of ion channel mutations and how they are related to various disease states.


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  • PHAR 770 - Reproductive Pharmacology

    (3 units)
    Provides a background in reproductive physiology and explore recent pharmacological developments in reproductive biology.

    Prerequisite(s): BCH 705  or CMB 710 ; PHAR 710 .

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. discuss and present current topics in the field of reproductive pharmacology.
    2. use basic knowledge of reproductive physiology to predict the effects of pharmacological agents on the human reproductive system.
    3. evaluate risks versus benefits of reproductive pharmacological agents.


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  • PHAR 793 - Independent Study

    (1 to 6 units)
    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. take part in seminars on current areas of research in Pharmacology.
    2. apply and assess new techniques and research avenues in the area of Pharmacology.
    3. assess networking opportunities and collaborations with leading researchers in the field of Pharmacology.


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Philosophy
  

  • PHIL 101 - Introduction to Philosophy

    (3 units)
    Basic problems in different areas of philosophy such as ethics, political theory, metaphysics and epistemology.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major philosophers and philosophical theories.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate, and indicate how different philosophical positions have different practical and theoretical implications.


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  • PHIL 102 - Critical Thinking and Reasoning

    (3 units)
    Nonsymbolic introduction to logical thinking in everyday life, law, politics, science, advertising; common fallacies; the uses of language, including techniques of persuasion.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify different types of informal fallacy in everyday (i.e., non-technical) speech and writing.
    2. explain elementary logical concepts, and be able to distinguish valid and invalid reasoning.
    3. assess the strength of different sorts of evidence (including testimony).
    4. analyze and construct arguments, both inductive and deductive.


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  • PHIL 114 - Intro Symbolic Logic

    (3 units)
    Principles of correct reasoning, using modern symbolic techniques of the propositional calculus and simple quantification theory.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. translate ordinary English sentences into standard notation for sentential and predicate logic.
    2. construct truth tables in order to distinguish valid and invalid reasoning, and to express other semantic concepts (logical equivalence and implication, logical consistency, types of statement form).
    3. construct formal proofs for valid arguments in both sentential and predicate logic, applying given rules of inference in order to justify each step in the proof.
    4. state rigorous definitions of crucial concepts in formal logic (for example, truth-functionality).


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  • PHIL 131 - Introduction to Metaphysics

    (3 units)
    Selected problems concerning human nature and reality, e.g., mind and body, freedom and determinism, space and time, God, causality.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in metaphysics, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major philosophers and metaphysical theories.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate about metaphysics, and indicate how different metaphysical theories have different practical and theoretical implications.


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  • PHIL 135 - Introduction to Ethics

    (3 units) CO12
    Issues concerning happiness and morality, e.g., friendship, pleasure, virtue, body vs. soul, individual vs. society, nonconformity, constraints on pursuit of good, moral conflict, beyond morality.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in moral philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with some major ethical theories, and analyze the issues and controversies to which they give rise.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in philosophical texts concerned with ethics).
    4. show what is at stake in an abstract debate in moral philosophy, and indicate how different ethical principles have different practical implications.


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  • PHIL 201 - Philosophy and Film

    (3 units)
    Introduction to philosophical problems in ethics, politics, law, aesthetics, metaphysics or knowledge through film and literary materials in addition to standard philosophical texts.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make explicit a philosophical problem or thesis that a motion picture expresses (or illustrates) for the viewer.
    2. interpret at an introductory level a philosophical problem or thesis suggested by a motion picture.
    3. compare and contrast the treatment of philosophical themes in different motion pictures, from both philosophical and cinematic perspectives.
    4. show how a motion picture may supply evidence or a thought experiment that is relevant to a textual investigation of a philosophical issue.


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  • PHIL 202 - Introduction to the Philosophy of the Arts

    (3 units) CO7
    Varieties of artistic representation and expression, the relationship of artworks to their embodiments, and the nature of interpretation and aesthetic response.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. show their familiarity with art-historical developments in the 20th century, primarily in the visual arts.
    2. analyze some fundamental issues and problems in philosophical aesthetics at a basic level.
    3. distinguish better and worse reasons and arguments (in texts concerned with topics in aesthetics).
    4. show how philosophical concerns are relevant to an understanding of the arts.


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  • PHIL 203 - Introduction to Existentialism

    (3 units)
    Readings from Kierkegaard, Nietzsche, Jaspers, Sartre, Heidegger. An examination of the existentialist concepts:

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in philosophical existentialism, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major existentialist philosophers and theories.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate about existentialism, and indicate how different philosophical positions about existentialism have different applied and theoretical implications.


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  • PHIL 207C - Introduction to Social and Political Philosophy

    (3 units) CO8
    Major political philosophers, e.g., Plato, Aristotle, Machiavelli, Hobbes, Rousseau, Mill, Marx, on topics such as justice, freedom, equality, tyranny, war, racism, sexism, power, consent, economics. The Constitutions of the United States and Nevada will also be taught. (PHIL 207C and PSC 207C are cross-listed; credit may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in social and political philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret at an introductory level the ideas associated with social and political philosophy in the contemporary literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference in different works of social and political philosophy.
    4. show what is at stake in abstract debates in social and political philosophy and indicate how different positions in these debates help elucidate our understanding of the Constitutions of the United States and Nevada, as well as the evolution of American institutions and ideals.
    5. trace the sources and development of important political concepts within American intellectual traditions and cultural institutions.


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  • PHIL 210 - World Religions

    (3 units) CO10, CO11
    Main moral and religious doctrines of Hinduism, Buddhism, Confucianism, Taoism, Islam, Judaism and Christianity.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the values and world view of at least two religious traditions that have not been historically dominant in the culture of North America or Western Europe.
    2. explain how different religious traditions offer contrasting accounts of human well-being, and show how differences in their accounts can affect social practices.
    3. clarify what is at stake when controversies arise within a particular religious outlook, or when conflicts arise between different outlooks, either historically or in a contemporary global setting.
    4. identify key presuppositions of religious conceptions across multiple traditions, as well as the similarities and dissimilarities between them that history or cultural experience make relevant.


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  • PHIL 211 - Intro Ancient Phil

    (3 units)
    Major thinkers from the sixth through the second century B.C.E., e.g., the pre-Socrates, Socrates, the sophists, Plato, Aristotle, the atomists, cynics, skeptics, stoics and Epicureans.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in ancient philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major ancient philosophers and theories.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate in ancient philosophy, and indicate how different philosophical positions have different practical and theoretical implications.


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  • PHIL 212 - Intro Medieval Phil

    (3 units)
    Major thinkers from the fourth through the 14th century, e.g., Augustine, Erigena, Anselm, Al-Farabi, Maimonides, Aquinas, Duns Scotus and William of Ockham.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in medieval philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major medieval philosophers and theories.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate in medieval philosophy, and indicate how different philosophical positions have different practical and theoretical implications.


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  • PHIL 213 - Intro Modern Phil

    (3 units)
    Major thinkers from the Renaissance through the 18th century, e.g., Bacon, Hobbes, Descartes, Spinoza, Leibniz, Locke, Berkeley, Hume and Kant.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in modern philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major philosophers and philosophical theories of modernity.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate in modern philosophy, and indicate how different philosophical positions have different practical and theoretical implications.


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  • PHIL 224 - Introduction to Philosophy of Science

    (3 units)
    Philosophical problems and implications of historical and contemporary scientific inquiry, e.g., the nature of laws, theories, explanations, scientific revolutions, values, relations of science and society.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the philosophy of science, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major philosophers and theories in the philosophy of science.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake in an abstract philosophical debate in the philosophy of science, and indicate how different philosophical positions have different practical and theoretical implications.


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  • PHIL 244 - Bioethics

    (3 units) CO9, CO12
    Treatment of such issues as abortion and euthanasia, cloning, genetic screening, just health care, patients’ rights, the use of human and animal subjects in research.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a text in bioethics, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. analyze at an introductory level some fundamental issues and problems in bioethics.
    3. distinguish better and worse reasoning in texts concerned with bioethics.
    4. explain the practical implications of an abstract debate in the bioethics literature, especially in the light of recent or evolving scientific/technological developments.


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  • PHIL 245 - Contemporary Moral Issues

    (3 units) CO10, CO12
    Topical questions in practical ethics, e.g., war and terrorism, world hunger, abortion, racial discrimination, gender roles, the environment from a multicultural perspective.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a contemporary moral issue, and provide evidence and philosophical argument (including replies to counter-arguments) in defense of an equitable course of action related to that thesis.
    2. explain at an introductory level some fundamental concepts in moral philosophy.
    3. distinguish better and worse reasoning in response to everyday situations where diverse moral viewpoints are encountered.
    4. show how the moral issues presented abstractly in the philosophical literature specifically affect people, especially others who differ from us.


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  • PHIL 275 - Undergraduate Research

    (1 to 3 units)
    Introduction to conducting philosophical research.  Students work alongside a faculty member on an ongoing faculty research project.

    Maximum units a student may earn: 6

    Prerequisite(s): One philosophy course and permission of instructor.

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify a thesis about a philosophical problem or text, explain the thesis, and track relevant arguments and evidence for its defense.
    2. explain and interpret the ideas relevant to a given debate in philosophy, and review pertinent literature by retrieving, reading, and summarizing ideas, information, and arguments relevant to the designated area of research.
    3. identify key parts of research that could support a theoretical view, as well as specify how these might have concrete implications or make a difference for the theory under consideration.


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  • PHIL 280 - Philosophy of the Body

    (3 units)
    Ideas of prominent philosophers on human embodiment, including feminist philosophies of the body related to sexual difference, gender identity and embodied subjectivity. (PHIL 280 and WMST 280 are cross-listed; credit may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about the mind-body relation, as presented in traditional or contemporary philosophical texts, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret at an introductory level the ideas associated with major writers on the body (or embodiment).
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference.
    4. show what is at stake for feminist theory in philosophical reflection on the body (or embodiment), and indicate how philosophical ideas may have feminist applications.


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  • PHIL 314 - Survey of 20th Century Continental European Philosophy

    (3 units)
    Survey of major movements such as phenomenology, existentialism, feminism, postmodernism with attention to such philosophers as Husserl, Heidegger, Sartre, de Beauvoir, Derrida, Foucault.

    Prerequisite(s): 3 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Even Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in 20th century Continental European philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret the ideas (by comparison and contrast) associated with major 20th century Continental European philosophers in the course survey.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a 20th century Continental European philosophical text.
    4. show what is at stake, for current philosophical debates, in a 20th century Continental European philosophical text.


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  • PHIL 315 - Survey of 20th Century Anglo-American Philosophy

    (3 units)
    “Analytic” or “linguistic” philosophy and its internal critics; ordinary language philosophy, logical positivism, neo-pragmatism, naturalism; such figures as Frege, Russell, Wittgenstein, Carnap, Ryle, Quine, Rorty.

    Prerequisite(s): 3 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in 20th century Anglo American philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret the ideas (by comparison and contrast) associated with major 20th century Anglo-American philosophers in the course survey.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a 20th century Anglo-American philosophical text.
    4. show what is at stake, for current philosophical debates, in a 20th century Anglo-American philosophical text.


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  • PHIL 316 - Survey of 20th Century Philosophy

    (3 units)
    Survey of select major movements and philosophers of twentieth century philosophy. Areas of possible thematic focus include: analytic philosophy, naturalism, phenomenology and existentialism, philosophy of race and gender, pragmatism, and social and political philosophy. Coverage of key figures such as Ayer, de Beauvoir, Foucault, Heidegger, Husserl, Quine, Sartre, Rorty, Russell, Wittgenstein.

    Maximum units a student may earn: 3

    Prerequisite(s): 3 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in twentieth century philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret the ideas (by comparison and contrast) associated with major twentieth century philosophers in the course survey.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a twentieth century philosophical text.
    4. show what is at stake, for current philosophical debates, in a twentieth century philosophical text.


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  • PHIL 317 - History of Ethical Theory

    (3 units)
    Historical survey of ethical theory.

    Prerequisite(s): 3 credits in Philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the history of ethical theory, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with historical schools and figures in ethics.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference in different ethical theories.
    4. show what is at stake in abstract debates about ethics and its history, and indicate how different positions in these debates help elucidate our understanding of concepts such as moral obligation, ethical virtue, or human flourishing.


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  • PHIL 318 - History of Political Philosophy

    (3 units)
    Historical survey of political philosophy.

    Prerequisite(s): 3 credits of Philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the history of political philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with historical schools and figures in political philosophy.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference in different political-philosophical theories.
    4. show what is at stake in abstract debates about political philosophy and its history, and indicate how different positions in these debates help elucidate our understanding of concepts such as democracy, justice, liberty, equality, or the state.


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  • PHIL 323 - Prob In Phil Relig

    (3 units)
    Problems concerning the existence of God, religious knowledge, religious language, evil, immortality and the relation between religion and science.

    Prerequisite(s): 3 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the philosophy of religion, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explicate concepts that are central to philosophical writing on religion.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in philosophical or theological texts that raise issues in the philosophy of religion.
    4. show what is at stake in an abstract debate in the philosophy of religion, and indicate how the debate is relevant to the theory or practice of religion.


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  • PHIL 325 - Problems in Philosophy of History

    (3 units)
    Discussion of historical methods, the idea of progress and meaning in history.

    Prerequisite(s): 3 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the philosophy of history, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explicate concepts that are central to philosophical writing on history.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in philosophical or historiographical texts that raise issues in the philosophy of history.
    4. show what is at stake in an abstract debate in the philosophy of history, and indicate how the debate the relevant to the theory or practice of historians.


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  • PHIL 326 - Symbolic Logic

    (3 units)
    Developments in modern logic, including characteristics of deductive systems, analysis of propositions and techniques of deduction.

    Prerequisite(s): PHIL 114 .

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. construct natural deductions in first-order quantificational logic, including multiple quantifiers, relations, and identity.
    2. demonstrate mastery of basic concepts in the meta-theory of symbolic logic, such as axiomatization and decidability.
    3. outline proof procedures for some key meta-theoretical results in logic, such as consistency and completeness.


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  • PHIL 327 - Ancient and Medieval Political Theory

    (3 units) CO12
    This course offers an analytical and critical survey of political theory from Ancient Greece through the Renaissance. Readings may include Thucydides, Plato, Sophocles, Aristotle, Cicero, Augustine, Aquinas, Dante, and Machiavelli. Topics may include the origins of the state and political authority, pre-modern understandings of morality and justice, the ethics of imperialism and war, and democratic and non-democratic models of citizenship. (PHIL 327 and PSC 323 are cross-listed; credit may be earned in one of the two.)

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of major questions and debates in ancient and medieval political theory.
    2. critically read, analyze, and interpret the most important works of ancient and medieval political theory.
    3. explore rival theoretical frameworks derived from pre-modern understandings of philosophy, science, and religion.
    4. discuss the alternative understandings of justice, the state, imperialism, citizenship, and religion present in ancient and medieval political theory.
    5. utilize the ancient and medieval political theory to critically evaluate and interpret modern and contemporary political, social, and economic life.


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  • PHIL 328 - Modern Political Theory

    (3 units)
    This course offers an analytical and critical survey of political theory from the Renaissance through the 19th century. Readings may include Machiavelli, Luther, Hobbes, Locke, Rousseau, Wollstonecraft, Mill, Douglass, Marx, and Nietzsche. Topics may include classical liberalism, conservatism, sovereignty, feminism, socialism, utilitarianism, and colonialism. (PHIL 328 and PSC 324 are cross-listed; credit may be earned in one of the two.)

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the major questions and debates in modern political thought.
    2. critically read, analyze, and interpret the most important works of modern political theory.
    3. examine and explore rival theoretical frameworks that are derived from philosophy, science, and religion.
    4. critically examine and evaluate the meaning of, and justification for, important political concepts such as nature, equality, liberty, justice, and democracy.
    5. utilize the theoretical works of modern political thought to assist in evaluating and interpreting the social and economic movements that have shaped contemporary politics.


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  • PHIL 403 - Early Modern Philosophy

    (3 units)
    Detailed study of one or more figures or topics in 17th- or 18th- century philosophy. May be repeated when course content differs.

    Maximum units a student may earn: 6

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key 17th- or 18th- century philosophical text, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more 17th- or 18th- century philosophers.
    3. distinguish better and worse reasoning and recognize conceptual relationships, in a 17th- or 18th- century philosophical text and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a 17th- or 18th- century philosophical text.


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  • PHIL 404 - 19th Century Philosophy

    (3 units)
    Detailed study of one or more figures such as Hegel, Schopenhauer, Marx, Nietzsche, Mill, Green, or Bradley. May be repeated when course content differs.

    Maximum units a student may earn: 6

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key 19th-century philosophical text, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more 19th-century philosophers.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a 19th-century philosophical text and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a 19th-century philosophical text.


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  • PHIL 406 - American Philosophy

    (3 units)
    Detailed study of one or more figures in the American philosophical tradition, with an emphasis on classical pragmatistis (Peirce, James, Dewey) and their neopragmatist successors. Maximum of 6 credits when content differs.

    Maximum units a student may earn: 6

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key text in the tradition of American philosophy, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more philosophers in the American tradition.
    3. distinguish better and worse reasoning,and recognize conceptual relationships, in a philosophical text in the American tradition and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a philosophical text in the American tradition.


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  • PHIL 410 - Plato

    (3 units)
    Intensive study of some of Plato’s writings, e.g., the Republic, Symposium, Phaedrus, Gorgias, Theaetetus, Sophist, Statesman.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key Platonic dialogue, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Platonic philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a Platonic dialogue and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Plato’s philosophical work.


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  • PHIL 411 - Aristotle

    (3 units)
    Intensive study of some of Aristotle’s writings, e.g., the Metaphysics, Physics, de Anima, Nicomachean Ethics, Politics, Poetics.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key philosophical work by Aristotle, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Aristotle’s philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a work by Aristotle and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Aristotle’s philosophical work.


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  • PHIL 415 - Kant

    (3 units)
    Intensive study of one of his major writings, e.g., the Critique of Pure Reason, Critique of Practical Reason, Critique of Judgment, Metaphysics of Morals.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key philosophical work by Kant, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Kant’s philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a work by Kant and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Kant’s philosophical work.


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  • PHIL 425 - Philosophy of Language

    (3 units)
    Examination of topics such as meaning, reference, truth, analyticity, translatability and speech acts. Reading from such figures as Frege, Russell, Wittgenstein, Austin, Quine, Searle.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the philosophy of language, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of language.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary theories in the philosophy of language).
    4. show what is at stake in abstract debates in the philosophy of language, and indicate how positions in these debates have implications for the understanding of language.


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  • PHIL 434 - Philosophy of Cognitive Science

    (3 units)
    Critical assessment of interdisciplinary approaches to topics such as perception, memory, mental representation, innate knowledge, intentionality, rationality, and artificial intelligence.

    Prerequisite(s): 6 credits in philosophy, 3 of which may be waived with permission of the instructor.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the philosophy of cognitive science, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of cognitive science.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a specialized philosophical topic or issue.
    4. show what is at stake in abstract debates in the philosophy of cognitive science, and indicate how empirical scientific work is relevant to addressing philosophical problems in this area.


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  • PHIL 435 - Philosophy of Mind

    (3 units)
    Topics may include mind-body problems, consciousness, intention, meaning, explaining human action, artificial intelligence, and roles of imagery, language and computer-like processing in cognition.

    Prerequisite(s): 6 credits in philosophy, 3 of which may be waived with permission of the instructor.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central traditional problem in the philosophy of mind, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of mind.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary theories in the philosophy of mind).
    4. show what is at stake in abstract debates in the philosophy of mind, and indicate how positions in these debates have implications for the understanding of mental activity.


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  • PHIL 438 - Problems in the History and Philosophy of Science

    (3 units)
    Selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science.  (HIST 480A and PHIL 438 are cross-listed; credit may be earned in one of the two.)

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze, evaluate, and interpret primary sources.
    2. analyze and clearly explain the argument, main points, and use of evidence in secondary sources.
    3. clearly and effectively articulate an original interpretation in verbal and written form.
    4. identify key events, issues, and policies related to selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science.


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  • PHIL 440 - Theory of Knowledge

    (3 units)
    Problems concerning the nature and types of knowledge and inquiry in relation to belief, certainty, truth, justification, language, social context, and human biology and psychology.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the theory of knowledge, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the theory of knowledge.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary philosophical theories of knowledge).
    4. show what is at stake in abstract debates in the theory of knowledge, and indicate how positions in these debates might have practical implications.


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  • PHIL 441 - Metaphysics

    (3 units)
    Theories concerning the nature of reality, such as materialism, Platonism, essentialism and anti-realism, and topics such as mind, space, time and causality.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in metaphysics, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with philosophical theories in the contemporary literature in metaphysics.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary metaphysical theories).
    4. show what is at stake in abstract debates in metaphysics, and indicate how positions in these debates might have practical implications.


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  • PHIL 450 - Ethical Theory

    (3 units) CO12
    Branch of ethics that concerns morality. Topics include: maximizing good, constraints on the pursuit of good, self versus society, rules versus judgment, moral conflict, beyond morality.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in ethical theory, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories of ethics in contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary theories of ethics).
    4. show what is at stake in abstract debates in philosophical ethics, and indicate how positions in these debates has implications for the practice of moral agents and, where relevant, other areas of philosophical inquiry.


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  • PHIL 452 - Aesthetics

    (3 units) CO12
    Topics may include an examination of an important historical or contemporary text in aesthetics, or a specific art form (e.g., painting), or genre (e.g., the tragic).

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in philosophical aesthetics, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with aesthetic theories in contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary aesthetic theories).
    4. explain the concept of aesthetic value, and offer a reasoned account of how art (or other objects of aesthetic appreciation) may—or may not—have ethical value.
    5. show what is at stake in abstract debates in philosophical aesthetics, and indicate how positions in these debates has implications for the practice of moral agents and, where relevant, other areas of philosophical inquiry.


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  • PHIL 453 - Topics in Philosophy of Law

    (3 units) CO8
    Study of the meaning of law, its positive and normative function, justice, legal reasoning, and of legal theorists such as Aquinas, Hobbes, Rawls, and Dworkin.

    Prerequisite(s): 6 credits in Philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the philosophy of law, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with philosophical theories of law in the philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference in different legal theories.
    4. show what is at stake in abstract debates in the philosophy of law, and indicate how different positions in these debates help elucidate our understanding of the Constitutions of the United States and Nevada, as well as the evolution of American institutions and ideals.
    5. trace the sources and development of important legal concepts within American intellectual traditions and cultural institutions.


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  • PHIL 454 - Global Ethics and Justice

    (3 units) CO11, CO12
    Political, economic, and cultural justice and ethical issues in the context of globalization, e.g. humanitarian interventions, human rights, multiculturalism, environmental ethics from a global perspective.

    Prerequisite(s): 6 credits of philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem related to global ethics and justice, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain how local practices or particularized moral commitments may or may not be affected by less local or less particularized concerns (e.g., the claims of distant people).
    3. interpret the ideas associated with theories of global ethics and justice in the contemporary philosophical literature.
    4. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary theories of global ethics and justice).
    5. show what is at stake in abstract philosophical debates in global ethics and justice, and indicate how positions in these debates have implications for the conduct of individuals and states in an increasingly globalized world.


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  • PHIL 457 - Political Philosophy

    (3 units) CO12, CO14
    Detailed study of selected issues, e.g., justice, freedom, equality, tyranny, prudence, war, power, contract, consent, racism, feminism, politics and economics, politics and the human good. (PHIL 457 and PSC 409A are cross-listed; credit may be earned in one of the two.)

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in contemporary political philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret the broadly ethical ideas associated with political philosophy (e.g., justice) in the contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in the context of contemporary political philosophy).
    4. show what is at stake in abstract debates in contemporary political philosophy, and indicate how different positions in these debates have ethical implications for individual citizens and states.
    5. develop an original research project in which they interview active participants in contemporary political affairs and analyze their findings with the tools of political philosophers.


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  • PHIL 476 - The Self: Philosophic and Psychoanalytic Explorations

    (3 units) CO13
    Interpretations of the self, as separate authentic, interdependent, performative, etc., by Descartes, Kant, Freud, Rousseau, Emerson, Winnicott, Mahler, Hegel, Chodorow, Judith Butler and others.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about the self and its relationship to others, and critically analyze evidence and argument for the thesis drawing from the psychoanalytic and philosophical literatures.
    2. explain some of the principal concepts associated with different psychological and philosophical accounts of the self.
    3. identify different elements in the concept of the self as understood in more than one cultural or intellectual tradition.
    4. show how psychoanalytic theory is relevant to a philosophical understanding of the self, and indicate how case studies may have philosophical implications.


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  • PHIL 480 - Science, Technology and Society

    (3 units) CO9, CO13
    Interactions of science, technology and society. An interdisciplinary analysis of historical and contemporary examples from the sciences, technology, arts, literature and philosophical writing. (HIST 480 and PHIL 480 are cross-listed; credit may be earned in one of the two.)

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a societal issue arising from science and/or technology, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain a scientific development or technological innovation in lay terms, and analyze different (and perhaps incompatible) cultural implications or policy responses.
    3. distinguish between sound and unsound interpretations of a scientific theory, or of the evidence marshaled for or against a scientific hypothesis, in a sociopolitical setting.
    4. show philosophers’ tools (argument, conceptual analysis, etc.) are able to clarify what is at stake in a culturally significant scientific development or technological innovation.


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  • PHIL 494 - Selected Topic in Philosophy

    (3 units)
    Major topic or issue in philosophy. May be repeated when content differs.

    Maximum units a student may earn: 9

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis concerning a specialized topic or issue in philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with a specialized topic or issue in the philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in texts dealing with a specialized philosophical topic or issue.
    4. show how a specialized philosophical topic or issue is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 499 - Directed Study

    (1 to 6 units)
    Independent study. Limited to advanced students.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. construct a plan of individual research, under faculty supervision, in which they state a thesis concerning a philosophical topic and outline a procedure for examining the topic (including arguments and counter-arguments).
    2. explain and interpret the ideas associated with the research topic, with reference to the historical texts or contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the research topic.
    4. show how the research topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 603 - Early Modern Philosophy

    (3 units)
    Detailed study of one or more figures or topics in 17th- or 18th- century philosophy. May be repeated when course content differs.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key 17th- or 18th- century philosophical text, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more 17th- or 18th- century philosophers.Students will be able to explain and interpret some central ideas associated with one or more 17th- or 18th- century philosophers.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a 17th- or 18th- century philosophical text and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a 17th- or 18th- century philosophical text.


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  • PHIL 604 - 19th Century Philosophy

    (3 units)
    Detailed study of one or more figures such as Hegel, Schopenhauer, Marx, Nietzsche, Mill, Green, or Bradley. May be repeated when course content differs.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key 19th-century philosophical text, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more 19th-century philosophers.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a 19th-century philosophical text and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a 19th-century philosophical text.


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  • PHIL 606 - American Philosophy

    (3 units)
    Detailed study of one or more figures in the American philosophical tradition with an emphasis on classical pragmatists (Peirce, James, Dewey) and their neopragmatist successors. May be repeated when course content differs.

    Maximum units a student may earn: 6

    Prerequisite(s): 6 credits in philosophy.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key text in the tradition of American philosophy, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more philosophers in the American tradition.
    3. distinguish better and worse reasoning,and recognize conceptual relationships, in a philosophical text in the American tradition and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a philosophical text in the American tradition.


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  • PHIL 609 - Recent French Philosophy

    (3 units)
    Figures such as Sarte, Beauvoir, Levinas, Merleau-Ponty, Derrida, Kristeva or movements such as phenomenology, existentialism, postmodernism, feminism. May be repeated when course content differs.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key text in recent French philosophy, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with one or more philosophers in the recent French philosophical tradition.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a philosophical text in the recent French philosophical tradition and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in a text in the tradition of recent French philosophy.


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  • PHIL 610 - Plato

    (3 units)
    Intensive study of some of Plato’s writings, e.g., the Republic, Symposium, Phaedrus, Gorgias, Theaetetus, Sophist, Statesman.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key Platonic dialogue, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Platonic philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a Platonic dialogue and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Plato’s philosophical work.


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  • PHIL 611 - Aristotle

    (3 units)
    Intensive study of some of Aristotle’s writings, e.g., the Metaphysics, Physics, de Anima, Nicomachean Ethics, Politics, Poetics.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key philosophical work by Aristotle, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Aristotle’s philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a work by Aristotle and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Aristotle’s philosophical work.


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  • PHIL 615 - Kant

    (3 units)
    Intensive study of one of his major writings, e.g., the Critique of Pure Reason, Critique of Practical Reason, Critique of Judgment, Metaphysics of Morals.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a key philosophical work by Kant, explain the thesis, and provide evidence, textual and philosophical, in its defense.
    2. explain and interpret some central ideas associated with Kant’s philosophy.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a work by Kant and/or a secondary source that comments critically on it.
    4. show what is at stake, for current philosophical debates, in Kant’s philosophical work.


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  • PHIL 625 - Philosophy of Language

    (3 units)
    Examination of topics such as meaning, reference, truth, analyticity, translatability and speech acts. Reading from such figures as Frege, Russell, Wittgenstein, Austin, Quine, Searle.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the philosophy of language, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of language.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary theories in the philosophy of language).
    4. show what is at stake in abstract debates in the philosophy of language, and indicate how positions in these debates have implications for the understanding of language.


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  • PHIL 634 - Philosophy of Cognitive Science

    (3 units)
    Critical assessment of interdisciplinary approaches to topics such as perception, memory, mental representation, innate knowledge, intentionality, rationality, and artificial intelligence.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the philosophy of cognitive science, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of cognitive science.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in a specialized philosophical topic or issue.
    4. show what is at stake in abstract debates in the philosophy of cognitive science, and indicate how empirical scientific work is relevant to addressing philosophical problems in this area.


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  • PHIL 635 - Philosophy of Mind

    (3 units)
    Topics may include mind-body problems, consciousness, intention, meaning, explaining human action, artificial intelligence, and roles of imagery, language and computer-like processing in cognition.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central traditional problem in the philosophy of mind, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the philosophy of mind.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary theories in the philosophy of mind).
    4. show what is at stake in abstract debates in the philosophy of mind, and indicate how positions in these debates have implications for the understanding of mental activity.


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  • PHIL 638 - Problems in the History and Philosophy of Science

    (3 units)
    Selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science. (HIST 680A and PHIL 638 are cross-listed; credits may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science.


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  • PHIL 640 - Theory of Knowledge

    (3 units)
    Problems concerning the nature and types of knowledge and inquiry in relation to belief, certainty, truth, justification, language, social context, and human biology and psychology.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in the theory of knowledge, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories in the contemporary literature in the theory of knowledge.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary philosophical theories of knowledge).
    4. show what is at stake in abstract debates in the theory of knowledge, and indicate how positions in these debates might have practical implications.


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  • PHIL 641 - Metaphysics

    (3 units)
    Theories concerning the nature of reality, such as materialism, Platonism, essentialism and anti-realism, and topics such as mind, space, time and causality.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a central problem in metaphysics, and provide evidence and argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with philosophical theories in the contemporary literature in metaphysics.
    3. distinguish better and worse reasoning, and recognize conceptual relationships and patterns of inference (in contemporary metaphysical theories).
    4. show what is at stake in abstract debates in metaphysics, and indicate how positions in these debates might have practical implications.


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  • PHIL 650 - Ethical Theory

    (3 units)
    Branch of ethics that concerns morality. Topics include: maximizing good, constraints on the pursuit of good, self versus society, rules versus judgment, moral conflict, beyond morality.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in ethical theory, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with theories of ethics in contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary theories of ethics).
    4. show what is at stake in abstract debates in philosophical ethics, and indicate how positions in these debates has implications for the practice of moral agents and, where relevant, other areas of philosophical inquiry.


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  • PHIL 652 - Aesthetics

    (3 units)
    Topics may include an examination of an important historical or contemporary text in aesthetics, or a specific art form (e.g., painting), or genre (e.g., the tragic).

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in philosophical aesthetics, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with aesthetic theories in contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary aesthetic theories).
    4. explain the concept of aesthetic value, and offer a reasoned account of how art (or other objects of aesthetic appreciation) may—or may not—have ethical value.
    5. show what is at stake in abstract debates in philosophical aesthetics, and indicate how positions in these debates has implications for the practice of moral agents and, where relevant, other areas of philosophical inquiry.


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  • PHIL 653 - Topics in Philosophy of Law

    (3 units)
    Study of the meaning of law, its positive and normative function, justice, legal reasoning, and of legal theorists such as Aquinas, Hobbes, Rawls, and Dworkin.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in the philosophy of law, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with philosophical theories of law in the philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference in different legal theories.
    4. show what is at stake in abstract debates in the philosophy of law, and indicate how different positions in these debates help elucidate our understanding of the Constitutions of the United States and Nevada, as well as the evolution of American institutions and ideals.
    5. trace the sources and development of important legal concepts within American intellectual traditions and cultural institutions.


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  • PHIL 654 - Global Ethics and Justice

    (3 units)
    Political, economic, and cultural justice and ethical issues in the context of globalization, e.g. humanitarian interventions, human rights, multiculturalism, environmental ethics from a global perspective.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem related to global ethics and justice, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain how local practices or particularized moral commitments may or may not be affected by less local or less particularized concerns (e.g., the claims of distant people).
    3. interpret the ideas associated with theories of global ethics and justice in the contemporary philosophical literature.
    4. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in contemporary theories of global ethics and justice).
    5. show what is at stake in abstract philosophical debates in global ethics and justice, and indicate how positions in these debates have implications for the conduct of individuals and states in an increasingly globalized world.


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  • PHIL 657 - Political Philosophy

    (3 units)
    Detailed study of selected issues, e.g., justice, freedom, equality, tyranny, prudence, war, power, contract, consent, racism, feminism, politics and economics, politics and the human good. (PHIL 657 and PSC 609A are cross-listed; credits may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a problem in contemporary political philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. interpret the broadly ethical ideas associated with political philosophy (e.g., justice) in the contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships and patterns of inference (in the context of contemporary political philosophy).
    4. show what is at stake in abstract debates in contemporary political philosophy, and indicate how different positions in these debates have ethical implications for individual citizens and states.
    5. develop an original research project in which they interview active participants in contemporary political affairs and analyze their findings with the tools of political philosophers.


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  • PHIL 694 - Selected Topic in Philosophy

    (3 units)
    Major topic or issue in philosophy. May be repeated when content differs.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis concerning a specialized topic or issue in philosophy, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain and interpret the ideas associated with a specialized topic or issue in the philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in texts dealing with a specialized philosophical topic or issue.
    4. show how a specialized philosophical topic or issue is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 699 - Directed Study

    (1 to 6 units)
    Independent study. Limited to advanced students.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. construct a plan of individual research, under faculty supervision, in which they state a thesis concerning a philosophical topic and outline a procedure for examining the topic (including arguments and counter-arguments).
    2. explain and interpret the ideas associated with the research topic, with reference to the historical texts or contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the research topic.
    4. show how the research topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 708 - Seminar in Philosophical Psychology

    (3 units)
    Problems concerning the relations of psychology, philosophy, neurobiology, artificial intelligence, and computer-like processing in cognition. (PHIL 708 and PSY 708 are cross-listed; credit may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. discuss the relationship between psychology and philosophy by summarizing current research and critically reviewing the literature in a subject area at the intersection of philosophy and psychology.
    2. explain and interpret the ideas associated with the seminar topic in a research paper, with reference to the historical texts or the contemporary philosophical or psychological literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the seminar topic.
    4. show how the seminar topic is connected to broader philosophical or psychological concerns, and show what is at stake in its investigation.


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  • PHIL 711 - Seminar in Major Figures in the History of Philosophy

    (3 units)
    May be repeated when course content differs.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the secondary literature for a major historical figure, or set of figures, in philosophy.
    2. explain and interpret the ideas associated with the seminar topic in a research paper, with reference to historical texts or the contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the seminar topic.
    4. show how the seminar topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 712 - Seminar in Major Movements in the History of Philosophy

    (3 units)
    May be repeated when course content differs.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the secondary literature for a specialized area of major historical significance in philosophy.
    2. explain and interpret the ideas associated with the seminar topic in a research paper, with reference to historical texts or the contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the seminar topic.
    4. show how the seminar topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


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  • PHIL 713 - Seminar in Philosophical Problems

    (3 units)
    Intensive analysis of major topic or issue in philosophy. May be repeated when course content differs.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the secondary literature for a set of contemporary problems in philosophy.
    2. explain and interpret the ideas associated with the seminar topic in a research paper, with reference to historical texts or the contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in contemporary texts dealing with the seminar topic.
    4. show how the seminar topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


    Click here for course scheduling information. | Check course textbook information
  

  • PHIL 793 - Independent Study

    (1 to 6 units)
    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. select a philosophical topic for intensive investigation, and be able to summarize current research and critically review the literature pertaining to the topic.
    2. explain and interpret the ideas associated with the research topic, with reference to the historical texts or contemporary philosophical literature.
    3. distinguish better and worse reasoning, and recognize conceptual relationships, in historical or contemporary texts dealing with the research topic.
    4. show how the research topic is connected to broader philosophical concerns, and show what is at stake in its investigation.


    Click here for course scheduling information. | Check course textbook information
  

  • PHIL 796 - Professional Paper

    (1 to 3 units)
    Preparation of a scholarly paper that meets professional standards of quality, with required formal presentation at a departmental colloquium.  Grade based on both written and oral components.

    Maximum units a student may earn: 3

    Prerequisite(s): open to graduate students in Philosophy only.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis, and provide evidence and argument in its defense, in a paper presented in a setting similar to that of a professional conference.
    2. explain and analyze the issues arising in a paper presented in a setting similar to that of a professional conference.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships, in a paper presented in a setting similar to that of a professional conference.
    4. show what is at stake, and indicate concrete implications, in a paper presented in a setting similar to that of a professional conference.


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  • PHIL 797 - Thesis

    (1 to 6 units)
    Grading Basis: Graded
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. motivate the treatment of their thesis topic by writing an informative introduction that synthesizes primary and relevant secondary literature.
    2. explain and analyze the historical and/or contemporary philosophical context for the thesis.
    3. distinguish better and worse reasoning, and recognize relevant logical relationships, in developing a sustained philosophical argument across a series of sections.
    4. show what is at stake in the thesis, and indicate its concrete implications as well as the originality of its contribution.


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Physical Education
  

  • PED 191 - CPR and Fitness 101

    (1 unit)
    Basic 1st Aid/CPR/AED certification and fundamental movement.

    Maximum units a student may earn: 1

    Prerequisite(s): Community Health Sciences-Kinesiology or Kinesiology major.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 1
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate the knowledge and skills required to earn a CPR and AED certificate.
    2. apply the fundamentals of physical fitness as various exercises are performed.
    3. perform more precise movements while engaging in the various practices of fitness methodologies including but not limited to Olympic lifting, gymnastics, and cardiovascular exercise.


    Click here for course scheduling information. | Check course textbook information
  

  • PED 286 - Teaching Team Sports

    (3 units)
    Develop basic skills and ability to teach team sports in a safe effective manner. Plan and implement the four stages of skill development through the use of extending refining and application tasks.

    Grading Basis: Graded
    Units of Lecture: 1
    Units of Laboratory/Studio: 2
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze human movement patterns.
    2. construct appropriate lesson plans for each team sport.
    3. differentiate mature versus immature movement patterns.


    Click here for course scheduling information. | Check course textbook information
  

  • PED 288 - Teaching Individual Sports

    (3 units)
    Develop ability to teach basic skills in individual sports in a safe effective manner. An emphasis on sequential curriculum and movement framework to guide designed skill development evolutions for all.

    Grading Basis: Graded
    Units of Lecture: 1
    Units of Laboratory/Studio: 2
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze individual movement patterns.
    2. construct appropriate lesson plans for each team sport.
    3. differentiate mature versus immature movement patterns.


    Click here for course scheduling information. | Check course textbook information
  

  • PED 320 - Motor Development

    (3 units)
    Combination of a conceptual model or motor performance with principles-to-application learning.

    Prerequisite(s): CHS 102 ; CHS 200 .

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Laboratory/Studio: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate process of incoming sensory information and subsequent motor output.
    2. describe open/close loop control and motor programs producing movement.
    3. demonstrate at least two factors that impact movement control and accuracy.
    4. describe at least two factors that influence an individual’s ability to learn a motor skill.
    5. describe two effective practice routines to improve a motor skill.
    6. demonstrate effective feedback when helping an individual learn a motor skill.


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  • PED 337 - Movement Experiences for Children

    (3 units)
    Develop the ability to provide kinesthetic learning opportunities for children; from a theoretical to applied approach.

    Prerequisite(s): CHS 102 .

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the educational, artistic, physical and emotional benefits of kinesthetic learning for children.
    2. utilize creative movement within the school curriculum.
    3. describe past and current literature and theories in the fields of creative movement, kinesthetic education and the creative arts.
    4. demonstrate competence in the basic elements of movement through service learning.
    5. demonstrate methods, techniques and applications for integrating movement in the curriculum.
    6. apply pedagogical techniques for maintaining discipline and control while guiding an active group of moving children.
    7. demonstrate personal exploration in creative movement as an expressive art form.


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  • PED 340 - Teaching Rhythmic Activities

    (3 units)
    A methodological treatment of fundamental rhythmics, for grades K-12 including creative rhythmics, traditional, folk, square, social, and line dance, aerobics and basic rhythmic activities.

    Prerequisite(s): CHS 102 . Corequisite(s): PED 286 ; PED 288 .

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe components of rhythmic activities, movement education, dance, and gymnastics as traditionally taught in physical education grades K-12.
    2. demonstrate basic gymnastics and dance skills traditionally taught in physical education grades K-12.
    3. plan and implement dance lessons including developing objectives, teaching strategies, providing experiences that best meet lesson goals, assessment of objectives, and reflective evaluation of teaching activities.
    4. crate a resource file of information pertinent to teaching movement education, gymnastics, rhythmic activities, and dance in a physical education program.
    5. utilize a working knowledge of the roles of movement education, creative dance, folk dance, square dance, line dance, social dance, aerobic dance, and gymnastics which planning units and lessons in K-12 physical education.
    6. identify and visit a variety of community resources for dance participation and inform students of community opportunities for participation or further instruction.
    7. utilize the appropriate assessment texts from NASPE Assessment Series when planning assessments for students in dance. Assessment of each objective is required in lesson plans.
    8. develop skill in choreographing creative dance and education gymnastics experiences for K-3 students.


    Click here for course scheduling information. | Check course textbook information
  

  • PED 391 - Conditioning and Training Principles

    (3 units)
    Explore the primary modes of time domains of physical training resulting in increased human work capacity; focus on elevating healthy individuals/athletes’ work capacity and performance.

    Prerequisite(s): PED 191; CHS 370 ; CHS 371 .

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Laboratory/Studio: 1
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. construct appropriate conditioning programs for specific work capacity improvements.
    2. evaluate existing conditioning programs and discuss their effectiveness.
    3. demonstrate appropriate progressions for all Olympic lifts and accessory movements.


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  • PED 428 - Methods of Teaching Sport and Physical Activity

    (4 units)
    Designed to provide an understanding of the theories and psychological research on learning, motivation, and performance of physical activity.

    Prerequisite(s): EDSC 483  or CTL 699B .

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. plan and implement appropriate class planning for the subject, age, and environment for teaching.
    2. evaluate their execution of specific lesson plans in the active classroom environment.
    3. develop Physical Education curriculum that integrates Physical Education with other academic subjects such as Math, Science, or English.
    4. demonstrate the ability to manage and teach a class of 7th to 12th grade students.


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  • PED 466 - Methods of Teaching Adaptive Physical Education

    (3 units)
    Designed to provide an understanding of the challenges for people not only across the lifespan but also those with innate challenges to be regularly physically active.

    Maximum units a student may earn: 3

    Prerequisite(s): CHS 370 , CHS 371  
     

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the challenges of encouraging people to become and remain active.
    2. develop programs to overcome the challenges of encouraging people to become and remain active.
    3. develop programs consistent with each person’s goals and capabilities.
    4. demonstrate the ability to promote and maintain successful physical activity programming for diverse individuals in different settings and situations.


    Click here for course scheduling information. | Check course textbook information
  

  • PED 666 - Methods of Teaching Adaptive Physical Education

    (3 units)
    Designed to provide an understanding of the challenges for people not only across the lifespan but also those with innate challenges to be regularly physically active.

    Maximum units a student may earn: 3

    Prerequisite(s): Admission to the KIN MS program or approval by instructor

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the challenges of encouraging people to become and remain active.
    2. develop programs to overcome the challenges of encouraging people to become and remain active.
    3. develop programs consistent with each person’s goals and capabilities.
    4. demonstrate the ability to promote and maintain successful physical activity programming for diverse individuals in different settings and situations.
    5. MS KIN competency Design programs to promote exercise and physical activity to improve health, fitness, performance and quality of life for all people of all ages.


    Click here for course scheduling information. | Check course textbook information

Physical Education Activity
  

  • PEX 105 - Scuba

    (1 unit)
    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make use of basic competencies, knowledge, and skills needed to Scuba Dive in different aquatic settings.
    2. identify the importance of safety in their Scuba Diving practice.


    Click here for course scheduling information. | Check course textbook information
  

  • PEX 107 - Swimming

    (1 unit)
    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make use of basic competencies, knowledge, and skills needed to perform swimming exercise to improve their fitness level.
    2. recognize the different training methods used to improve fitness through swimming exercise.


    Click here for course scheduling information. | Check course textbook information
  

  • PEX 109 - Water Polo

    (1 unit)
    This course introduces the sport of water polo and includes a historical briefing of the sport, and full review of rules, equipment, facilities, and etiquette. Fundamentals skills taught include ball handling, passing, shooting, dribbling, and offensive / defensive plays. Competitive play in class will improve individual water polo skills, technique, strategy and knowledge necessary to safely and correctly play water polo. Intermediate swimmer skills required; must be able to tread water.

    Maximum units a student may earn: 3

    Intermediate swimmer skills required; must be able to tread water

    Grading Basis: Satisfactory/Unsatisfactory
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. display knowledge of water polo rules and specialized offensive / defensive play both in the water and on paper.
    2. recognize different training methods used to improve water polo fitness.
    3. use basic competencies, knowledge and skills of water polo to improve overall fitness level.


    Click here for course scheduling information. | Check course textbook information
  
  
  

  • PEX 134 - Rock Climbing

    (1 unit)
    Designed for students with little or no climbing experience. Class covers basic climbing skills including knot tying, belaying, rappelling, top rope anchor systems, and safety procedures.

    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an understanding of, and appreciation of the principles of Leave No Trace and how to apply them to the rock climbing activity.
    2. demonstrate the proper techniques for using rock climbing equipment: harness, shoes, belay device, carabiner, anchors. Understand the limitations of rock climbing equipment.
    3. demonstrate the principles of knot tying and be able to tie a figure eight follow through knot and a Munter hitch.
    4. demonstrate the techniques of belaying a climber.
    5. rappel from various heights.


    Click here for course scheduling information. | Check course textbook information
  

  • PEX 143 - Karate

    (1 unit)
    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make use of basic competencies, knowledge, and skills needed to perform Karate techniques in a competitive setting.
    2. recognize the importance of physical activity through Karate.


    Click here for course scheduling information. | Check course textbook information
  
  

  • PEX 155 - Fencing

    (1 unit)
    Fundamentals of fencing: terminology, rules, weapons, footwork, skill drills, conditioning.

    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make use of basic competencies, knowledge, and skills needed to perform Fencing/Sabre techniques in a competitive setting.
    2. recognize the importance of physical activity through Fencing/Sabre.


    Click here for course scheduling information. | Check course textbook information
  

  • PEX 155A - Intermediate/Advanced Fencing

    (1 unit)
    Intermediate/Advanced sabre fencing

    Maximum units a student may earn: 4

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Physical Exercise/Activity: 1


    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. make use of basic competencies, knowledge, and skills needed to perform Fencing/Sabre techniques in a competitive setting.
    2. recognize the importance of physical activity through Fencing/Sabre.


    Click here for course scheduling information. | Check course textbook information
 

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